Course coordinator
Mrs Dawn Boland
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course serves the needs of multiple cohorts of students. It prepares current teachers to teach psychology in the senior phase of schooling. Students with backgrounds other than teaching will develop skills to prepare them for potential employment opportunities and/or subsequent studies aligned with the field of psychology education. During the course, students will engage in a critical analysis of recent disciplinary developments in scholarship and professional practice in the teaching of psychology in the senior phase of schooling. Students will demonstrate the application of knowledge and skills to practice through (i) designing discipline specific assessment tasks that draw on curriculum, assessment, reporting, and ICT knowledge; and (ii) identifying and designing discipline specific opportunities for professional engagement and communication within the school context, teaching networks and the broader community.
This course helps prepare teachers and education professionals to design and deliver programs in psychology. This course does not require the completion of Psychology Curriculum: Design and Resources. The aim of this course is to develop knowledge in the ongoing development of the psychology curriculum with a strong focus on classroom practice, professional development and leadership.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC7659
Restrictions
Entry to the Graduate Certificate in Educational Studies or Master of Educational Studies programs.
Course contact
Lecturer
Mrs Dawn Boland
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
The aims of this course are:ﾠ
- to develop knowledge and skill in the delivery of psychology programs in secondary and other educational settings;
- to create the foundation for ongoing development and enhancement of practice in psychology education;ﾠ
- to provide a foundation for the leadership of psychology education.ﾠ
ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate a critical understanding of relevant content and analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Psychology. (APST 2.1)
LO2.
Demonstrate the ability to design, implement and evaluate learning and teaching sequences and discipline-specific assessment tasks that draw on relevant curriculum documents, a range of innovative and effective teaching resources, a range of assessment and reporting strategies, and ICT knowledge that enables teaching strategies that expand learning. (APSTs 2.2, 2.3, 2.6, 3.2, 3.3, 3.4, 5.1)
LO3.
Demonstrate the ability to respond to feedback, and identify and design innovative discipline-specific opportunities for professional learning engagement and communication within the school context, teaching networks and the broader community and understand the rationale for this professional practice in relation to improved student learning. (APSTs 6.3, 6.4, 7.4)
LO4.
Demonstrate clear, fluent and coherent communication skills in English consistent with personal, professional and academic conventions. (APST 2.1)
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Presentation | Professional development presentation | 40% Presentation (recorded) |
Week 8, Wed 2:00 pm |
| Paper/ Report/ Annotation | Learning and teaching sequence and assessment task | 60% 3000 words |
Week 13, Wed 2:00 pm |
Assessment details
Professional development presentation
- Mode
- Activity/ Performance
- Category
- Presentation
- Weight
- 40% Presentation (recorded)
- Due date
Week 8, Wed 2:00 pm
- Learning outcomes
- L01, L03, L04
Task description
You are to present a professional development (PD) session for Psychology teachers.
Your presentation should go for no more than 30 minutes and should consist of the following:
• a 5 minute overview which presents your brief overview of the session including the aim(s) and context, and
• a 25 minute simulation of the professional development session.
Submission guidelines
You will need to pre-record your presentation (e.g. via Kaltura Capture or Zoom recording) and upload your presentation mp4 file to the course media gallery on Black Board. It is expected that you are visible on camera during your presentation.
You are also required to submit a written component in one document via TurnItIn on BlackBoard which includes the following:
• An overview that shows where your PD aligns with the needs of psychology educators
• A full plan that indicates where your PD fits into an overall PD strategy
• Any resources used
• A personal reflection outlining what you did well, what you will need to improve for next time (in both your lesson plan and presentation), and what professional learning you need to complete to improve student learning. This should also include a rationale outlining the importance of continued professional learning.
It is expected that your written component will include significant reference to the research literature to support the decisions you made when designing your session and reflecting on its effectiveness.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
If the appropriate documentation has not been submitted (as detailed above) the grade assigned for the assessment item will be reduced one fullgrade level for each day (weekends and holidays included) beyond the due date for up to 7 calendar days, at which point any submission will notreceive any marks unless an extension has been approved. Each 24-hour block is recorded from the time the submission is due.
Learning and teaching sequence and assessment task
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 60% 3000 words
- Due date
Week 13, Wed 2:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
To ensure that the learning intents of the syllabus are delivered effectively, teachers need to plan their learning sequences and ensure that assessment tasks meet the requirements of the instrument specific marking guides.
The Task
You are to individually create a 10-15 lesson topic of work based on the Queensland Senior Psychology curriculum - topic/s from Unit 3 or 4 only.
Your submission needs to include the following:
1. Provide a topic overview in a detailed grid format (i.e. a table) which outlines (where relevant):
a. Learning goal/intent
b. Key content/vocab/terminology
c. Key teaching, reporting and learning strategies
d. Literacy and numeracy activities
e. Resources required
f. Homework
g. Assessment strategies (e.g. informal, formal, diagnostic, formative, summative)
2. Describe and justify the teaching strategies/approaches to be used (with academic references). In this section you are to refer to and cite relevant learning theory.
3. Prepare detailed lesson plans for three key lessons within your topic plan and provide all resources digitally.
4. You need to ensure that at least one of these three lessons demonstrates the implementation of ICT teaching strategies. Justify how these strategies expand curriculum learning opportunities for students.
5. Explain how you have set learning goals that provide achievable challenges for students of varying abilities and characteristics.
6. Explain how in your topic (and detailed lesson plans) you have incorporated strategies to differentiate teaching to meet the specific learning needs of students across the full range of abilities.
7. Explain how literacy and numeracy strategies will be incorporated and developed within your topic. You need to provide specific examples of activities or strategies used.
8. Provide an assessment task and marking criteria for the topic that reflects the requirements of the curriculum document. Demonstrate your understanding of assessment strategies by describing how you will use a range of approaches throughout the unit (e.g. informal, formal, diagnostic, formative, summative) to assess student learning. Align such activities with the external exam.
Submission guidelines
Assignments for this course will be submitted electronically via Blackboard and using Turnitin. Before submitting any assignments for this course, youmust ensure you have completed UQ's compulsory online Academic Integrity Tutorial. The module can be found at:https://www.uq.edu.au/integrity(https://www.uq.edu.au/integrity)
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another personor source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university. In some cases, resubmission may be part of the requirements for the course assessment. When you successfully submit your assessment to Turnitin you should receive a confi rmation page as a digital receipt. You will receive thisinformation via your student e-mail account. If you do not receive a submission ID you should regard your submission as unsuccessful.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
If the appropriate documentation has not been submitted (as detailed above) the grade assigned for the assessment item will be reduced one full grade level for each day (weekends and holidays included) beyond the due date for up to 7 calendar days, at which point any submission will not receive any marks unless an extension has been approved. Each 24-hour block is recorded from the time the submission is due.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: No evidence of engagement with assessment requirements and literature. No critical analysis of readings, theories and research. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Very minimal engagement with assessment requirements and literature. Critical analysis of readings, theories and research severely lacking. Written presentation extremely poor. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Lack of engagement with assessment requirements and literature. Poor critical analysis of readings, theories and research with substandard written presentation. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic requirements for the course, such as some use of fundamental concepts, some use of references, basically keeping to the topic; some elaboration of ideas and arguments, some degree of coherence and organisation and appropriate length; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable with respect to explaining the significance and implications of the topic. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts of the course, going beyond mere replication of ideas from source materials to show understanding of key ideas, awareness of relevance, analysis of implications and drawing of conclusions. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding of deeper and subtler aspects of the course, such as identifying and debating critical issues or problems, applying ideas to practical situations in schools, and offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on comprehensive and complex understanding of the course. Assessment is interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Assignment Submission: Written assignments must be submitted electronically. Assignments must be submitted by the due date.
Determining Final Grades: The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.ﾠ
Exemplar to show calculation of final grade:
Both assignments in this course will be provided a grade out of 7. ﾠThe final grade will be calculated using the weighting and the individual assignment grade as follows. For example if a student receives the following two grades:
Assignment 1: Grade of 4 at 40% weighting
Assignment 2: Grade of 6 at 60% weighting
The final grade for this student taking into account the weighting of each assignment would be:
ﾠ ﾠ (A1) ﾠ ﾠ + ﾠ ﾠ ﾠ (A2) ﾠ ﾠﾠ ﾠﾠ
ﾠ(0.40 x 4) + (0.60 x 6)ﾠ= 1.6 + 3.6 ﾠ= 5.2ﾠ
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Note: A marking rubric for each assignment has been uploaded to Turnitin and each criterion has been given a specific weighting. This rubric is then used to grade each individual assignment, and Turnitin will record a partial grade in the comments section, but will record a whole number grade in the grade window (either rounded down or up to the nearest whole number). The whole number grade automatically populates the grade centre. Note that to avoid inflation or deflation of grades at the assignment level, the partial grade will be manually recorded in the grade centre. The partial grades for each assignment will be used to calculate the final grade.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of generative AI to support or inform assessment
These tasks have been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Students will also be required to be familiar with all aspects of the Queensland Senior Psychology syllabus document. In particular, emphasis will be placed on Units 3 and 4 of the syllabus. This document is publicly accessile via the QCAA website, however a direct link will also be made available to students in Blackboard.
ﾠ
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Lecture |
Sem 2, Week 1: Introduction Exploration of Psychology curriculum documents in domestic and international secondary school contexts (Years 11-12), including in-depth discussion about the Queensland approach to Psychology curriculum and assessment. APST: 2.1 Learning outcomes: L01, L04 |
Week 2 (29 Jul - 04 Aug) |
Lecture |
Sem 2, Week 2: Professional development In-depth discussion of the professional development needs and opportunities for teachers of high school psychology curriculum. APST: 6.1, 6.2, 6.3, 6.4, 7.4 Learning outcomes: L01, L04 |
Multiple weeks From Week 3 To Week 7 |
Lecture |
Sem 2, Weeks 3-7: Teaching Units 3 and 4 Teaching the psychology content (concepts, substance and structure), with emphasis on Unit 3 and 4 of QCAA syllabus. APST: 1.2, 1.5, 2.1, 2.2, 3.2, 3.3, 3.4 Learning outcomes: L01, L02, L04 |
Week 8 (09 Sep - 15 Sep) |
Workshop |
Sem 2, Week 8: Engaging with PD presentations Providing constructive feedback to peers on professional development presentations. APST: 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.2, 6.3 Learning outcomes: L03, L04 |
Week 9 (16 Sep - 22 Sep) |
Lecture |
Sem 2, Week 9: Assessment strategies Assessment design and development: including informal and formal, diagnostic, formative and summative approaches to assess student learning APST: 2.3, 5.1 Learning outcomes: L01, L02, L03, L04 |
Mid Sem break (23 Sep - 29 Sep) |
No student involvement (Breaks, information) |
Mid-semester break Learning outcomes: L01, L02, L03, L04 |
Week 10 (30 Sep - 06 Oct) |
Lecture |
Sem 2, Week 10: Educational technology Implementing teaching strategies for using ICT to expand curriculum learning APST: 2.6 Learning outcomes: L01, L02, L03, L04 |
Week 11 (07 Oct - 13 Oct) |
Lecture |
Sem 2, Week 11: Classroom organisation Classroom organisation and behaviour management in the Psychology classroom APST: 1.2, 3.1, 4.2 Learning outcomes: L01, L02, L03, L04 |
Week 12 (14 Oct - 20 Oct) |
Lecture |
Sem 2, Week 12: Literacy and numeracy strategies In-depth discussion about literacy and numeracy teaching strategies in Psychology, including selection of appropriate and relevant resources for students. APST: 1.2, 2.5, 3.4, 3.5, 4.1 Learning outcomes: L01, L02, L03, L04 |
Week 13 (21 Oct - 27 Oct) |
Lecture |
Sem 2,Week 13: Ongoing professional learning Professional learning and engagement opportunities for Psychology teachers APST: 6.4,7.4 Learning outcomes: L01, L02, L03, L04 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
School guidelines
Your school has additional guidelines you'll need to follow for this course:
Course guidelines